|Title:||A Study On The Practice And Problems Of Instructional Supervision In The Primary Schools Of Kembata -Alaba Tembaro Zone|
|Keywords:||School Supeniision services have existed|
|Publisher:||Addis Ababa University|
|Abstract:||School Supeniision services have existed in most countries and occupy a pivotal position in the management of education, between the schools and line central ofﬁces. lt is understood by several scholars as instructional improvement of schools and teachers. In other words, it is conceived as an expert technical sen/ice primarily concerned with Improving the conditions that surround learning and pupil growth. As an aspect of professional management, school supervision has tasks of instructional improvement, staff development and curriculum development. Along with these, it implies the proper utilization of supervisory leadership skills and supervisory behavior systems. In practice, however, the supen/isory services rendered in schools are facing a number of problems, which Iimit the positive impact they should have on the quality of education system. In relation to this, short survey was conducted. The purpose of the study is to investigate the prevailing practice and problems of instructional supervision in the primary schools of Kembata-Alaba-Tembaro Zone of Southern Nations Nationalities and Peoples' Region. The study sample of this sun/ey included two hundred and twenty-ﬁve teachers, department heads and principals, and ten supen/isors from woreda education ofﬁces. Data were collected through ﬁeld - tested survey questionnaire and document observation; and were then analyzed using frequency percentage tables. The ﬁndings of the analyzed data indicated that the supenlisory support in schools where the data obtained was not rendered so as to meet what teachers expect of supen/isory roles. The major deﬁciencies in supervisory services as revealed by the ﬁnding were; lack of competence in the proper utilization of supen/isory management skills, improper management of instructional supervisory behavior systems, and incompetence in the facilitation of staff development through in-sen/ice education and instructional improvement through workshop organization. On the basis of the ﬁndings, short and long term speciﬁc professional trainings that advance the professional vision of supervisors were recommended to be Planned by Regional Education Bureau and Zonal Education Department in cooperation with the concerned NGO'S. ln addition, strict circulars to be distributed to woreda education ofﬁces on the proper utilization of the three instructional supervisory behavior systems and inter woreda share of experience for supervisors to be planned by Zonal Education Department and woreda education ofﬁces were suggested.|
|Appears in Collections:||Thesis - Educational Planning & Management|
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